Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Producers, Consumers, and Decomposers

Grade Level/Content Area: 4th/Science

Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles
of organisms and the flow of energy within an ecosystem. A. Develop a model to describe the roles of
producers, consumers, and decomposers in a community.

ISTE Technology Standard Addressed:  What would you like students to know and be
1.1 Empowered Learner able to do by the end of this lesson: 
Students leverage technology to take an active I would like for students to be able to use the
role in choosing, achieving, and demonstrating tools given to be able to discern and discuss the
competency in their learning goals, informed by roles of producers, consumers, and
the learning sciences. decomposers. This knowledge should also be
able to be conveyed in person too.
1.1.c Students use technology to seek feedback that  
informs and improves their practice and to
demonstrate their learning in a variety of ways.
What is the student learning goal(s) for this lesson idea? 
I can use the technology in todays lesson to describe what the roles of a producer, consumer, and
decomposer, and with this knowledge later sort different species in a pseudo model given in the
assessment.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply: 
 
X Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation:

As we go through the lesson the students will do an activity to guide their learning under teacher
supervision and help if needed. A way to keep the students engaged is keeping the video tools quick
and to the point and keep the time playing games or reading low. This can hopefully allow students
to still learn without their attention being dragged somewhere else due to droning work. Prior
knowledge will be assessed by looking at prior standards and using it to help bridge gaps in the
lesson. To connect with the students to also help them engaged in the pseudo model use animals
and plants that the students know or have seen. So, they can connect their knowledge to real world
ideas. Students will be assessed by identifying examples of each group and identifying the definition of each
group. Finally, the lesson will conclude with students naming examples of each group that they have
personally seen before.
Managing student learning:
This lesson will cause a shift for active learners by including break and discussion time between
peers to help them bride the gap between the usage of technology and active participation of a
citizen in the classroom.
Universal Design for Learning (UDL):

This lesson should be relevant enough to help with student engagement. Applying real world species
to their lesson that they have seen before.
Reflective Practice:
I believe that this lesson does do a lot of similar things with student learning and understanding that
traditional tools already do, however the main difference is that students are able to go at their own
pace. What I look forward to the most is the assessment because it lets students apply their
knowledge that they learned to their own life examples.

Frazier, 2021